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    Wyświetlanie 1-8 z 8
    Tytuł:
    Psychosocial and Organizational Aspects of Didactic Achievement: Sex, School-type, and Self-esteem
    Autorzy:
    Chomczyńska-Rubacha, Mariola
    Powiązania:
    https://bibliotekanauki.pl/articles/2031715.pdf
    Data publikacji:
    2014-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic achievement
    self-esteem
    sex
    middle schools
    primary schools
    high schools
    Opis:
    The results presented here are taken from empirical studies relating to the relation between academic achievement and sex, type of school, and self-esteem, as well as self-esteem and sex, school level, and academic achievement. Aside from specific issues, these results show, first, that levels of achievement and self-esteem in middle school show much lower values than in high school and primary school. Secondly, although girls show a higher level of achievement, there is no difference between their self-esteem compared to the self-esteem of boys.
    Źródło:
    The New Educational Review; 2014, 37; 150-160
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Impacts of Affective Tutoring System on the Academic Achievement of Primary School Students with Different Cognitive Styles - An Example of Marine Education
    Autorzy:
    Koong Lin, Hao-Chiang
    Su, Sheng-Hsiung
    Hsieh, Yi-Chun
    Tsai, Shang-Chin
    Powiązania:
    https://bibliotekanauki.pl/articles/2032571.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic achievement
    Affective Tutoring System
    cognitive style
    Opis:
    The study is trying to use ATS (Affective Tutoring System) with emotional calculating technology in the activity of the shell education program. The result is used to study the academic achievement of students with different cognitive styles and system usability. There were 61 fifth-grade children from two different classes participating in this experiment. Every child had to do GEFT (Group Figure-Embedded Test) and academic achievement pre-test before they started the ATS. Then students engaged in ATS learning. Academic achievement post-test was done and the System Usability Scale for Learning Questionnaire after they finished the ATS. The experiment yielded the following results: (1) Learning with ATS not only can give learners an excellent feeling of system usability, but also help learners to promote academic achievement more effectively. (2) According to the system usability and academic achievement, the Field-independent learners were acting better than the Field-dependent learners.
    Źródło:
    The New Educational Review; 2014, 38; 248-259
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Determining Scholastic Aptitude Test as Predictors of Academic Achievement on Students of Islamic School in Indonesia
    Autorzy:
    Muhid, Abdul
    Yusuf, Ahmad
    Kusaeri, Kusaeri
    Novitasari, Dian Candra Rini
    Asyhar, Ahmad Hanif
    Ridho, Ali
    Powiązania:
    https://bibliotekanauki.pl/articles/1963593.pdf
    Data publikacji:
    2020-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    academic achievement
    cognitive abilities
    predictor
    scholastic aptitude test
    Opis:
    Selection of new students is based on student potential. Research on the potential of the cognitive abilities and records of Islamic school students’ academic achievement in Indonesia are still very rare. This paper presents empirical data about the predictive ability of a test of scholastic ability for the academic achievement of Islamic school students in Indonesia. This research used a quantitative approach with a survey method that used the Ministry of Religious Affair (MORA)’s Scholastic Aptitude Test (SAT) and Students’ scores on 5 subjects in the first semester. The subjects of this study were 9609 Islamic school students selected using a quota sampling technique that represented Islamic schools in Indonesia. The results of this study indicate that all of the SAT subsets, those are verbal, numerical, analytical and spatial, are significant predictors of academic achievement of Islamic school students in Indonesia. The empirical analytical sub-test is the strongest predictor of Islamic school students’ academic scores. While, the analytical sub-test has very significant correlation with the academic score on Islamic Studies subjects. Meanwhile the verbal sub-test has a very strong relationship with academic achievement in Arabic and English subjects, the numerical sub-test very strongly relates to academic achievement in science and mathematics subjects. Among the four SAT subtests, the spatial sub-test had the lowest correlation with all subjects
    Źródło:
    The New Educational Review; 2020, 61; 211-221
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Mutritional status, academic performance and parental feeding practices of primary school children in a rural district in Kelantan, Malaysia
    Autorzy:
    Lee, YY.
    Wan Abdul Manan, WM.
    Powiązania:
    https://bibliotekanauki.pl/articles/1916461.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Medyczny w Białymstoku
    Tematy:
    nutritional status
    school children
    child feeding practices
    academic achievement
    Opis:
    Introduction: The increasing burden of undernutrition and overnutrition at both ends of the nutrition spectrum in children are often accompanied by adverse consequences in school performance. Children with poor nutritional status had lower scores on tests of cognitive functioning, lower activity levels, and poorer psychomotor development, whereas severe malnutrition often leads to impaired psychological and intellectual development. Purpose: To investigate the relationship between children’s nutritional status, their socioeconomic background as well as their parents’s beliefs, attitudes and practices in child feeding with their academic achievement in school. Materials and methods: Anthropometric measure-ments and socioeconomic background information were collected from systematically selected school children aged 10 to 12 years old (n=309), while information regarding parental child feeding practices were obtained via a set of self-administered questionnaire. Results: Based on the World Health Organization (WHO) growth charts, 10.7% and 18.1% of the children were thin and overweight or obese, respectively. Results also showed that children’s nutritional status, household socioeconomic background and parental child feeding beliefs and practices were interrelated with the children’s academic achievement. Conclusion: These findings justified the need for relevant health and nutrition interventions in schools, especially the children of bottom billion community living in the rural areas.
    Źródło:
    Progress in Health Sciences; 2014, 4, 1; 144-152
    2083-1617
    Pojawia się w:
    Progress in Health Sciences
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interrogating School Environment as Determinant of Students’ Academic Achievement in Government as a School Subject
    Autorzy:
    Ogunsola, Abayomi
    Powiązania:
    https://bibliotekanauki.pl/articles/42941588.pdf
    Data publikacji:
    2024-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    environment
    school
    location
    academic achievement
    government
    Opis:
    Several factors are responsible for attaining the academic success of the learners, but more importantly, the home environment, the school location, and other environmental factors surrounding the school go a long way in determining the teaching and learning outcome. The environment under which learning takes place influences, to a greater extent, the attainment of the students’ achievement. Therefore, this study interrogated the school environment as a determinant of students’ academic achievement in Government with detailed reference to the Atiba Local Government Area of Oyo State. Students studying Government as a school subject were the population of this study. Six (6) Senior Secondary Schools were drawn as samples. Twenty (20) students were selected from each school, totaling One Hundred and Twenty (120) participants. The questionnaire was adopted for data collection, while data analysis was by rank order, percentages, and mean. The study availed itself of both primary and secondary sources of data gathering and consequently discovered that the parents’ education and home environmental factors significantly impact students’ achievement in Government. It was recommended that the home and other environmental factors determine academic achievement, as this can accelerate the rate at which students learn and achieve their educational pursuits.
    Źródło:
    Polish Political Science Yearbook; 2024, 2(53); 99-109
    0208-7375
    Pojawia się w:
    Polish Political Science Yearbook
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Psychological Well-being of Senior Secondary School Students of Kashmir Valley in Relation to their Place of Living and Academic Achievement
    Autorzy:
    Bhat, Bilal Ahmad
    Powiązania:
    https://bibliotekanauki.pl/articles/1964275.pdf
    Data publikacji:
    2021-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    psychological well-being
    academic achievement
    place of living
    senior secondary students
    Opis:
    The aim of the study was to investigate the influence of place of living on psychological well-being of students studying in senior secondary schools and to test for interaction effects of place of living and academic achievement on psychological well-being. The analyzed data set contained information on 519 boys and girls in the 11t grade from the Kashmir valley of Jammu and Kashmir India. The study has a survey type design. Psychological well-being scale developed by Dr. Devendra Singh Sisodia and Ms. Pooja Choudhary (2012) has been used. The marks obtained in science by students served as the indicator of academic achievement. The statistical analysis was 2 ×3 (ANOVA) factorial designs. Results reveal a significant effect of the place of living on psychological well-being and show no significant interaction effect between the academic achievement levels (groups) in science and the place of living in terms of the psychological well-being of senior secondary students.
    Źródło:
    The New Educational Review; 2021, 64; 101-108
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Three types of intelligences and their relationship to students’ school performance
    Autorzy:
    Kaliská, Lada
    Powiązania:
    https://bibliotekanauki.pl/articles/2011803.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    emotional intelligence
    social intelligence
    general intelligence
    academic achievement
    correlation study
    Opis:
    The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).
    Źródło:
    The New Educational Review; 2015, 41; 275-286
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motivation for participation in competition and avoidance of competition: the role of the accuracy of comparative self-evaluations of academic performance
    Autorzy:
    Šimek, Damjan
    Košir, Katja
    Powiązania:
    https://bibliotekanauki.pl/articles/2012234.pdf
    Data publikacji:
    2015-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    competitiveness
    comparative self-evaluations
    academic achievement
    social comparisons
    secondary school students
    Opis:
    To investigate the role of academic achievement in the reasons for participation in and/or avoidance of competition more clearly, the presented research was aimed at assessing the role of the discrepancy between objective evaluations and subjective self-evaluations of academic performance in secondary school students. The differences between under-raters, accurate raters, and over-raters in their reasons for participation in and/or avoidance of competition were investigated. The study comprised 534 secondary school students. The results do not clearly indicate possible benefits of the positive bias; we found that under-rating may have some advantages in the sense of mastery orientation and self-improvement motives (upward comparison) in competitive situations. Concerning other reasons for participation in competition, as well as reasons for avoiding it, students were found to rely more on teachers’ objective measure of academic performance than on the (in)accurate aspect of social comparison information.
    Źródło:
    The New Educational Review; 2015, 39; 142-152
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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